مقایسۀ سرعت نامیدن خودکار و حافظۀ فعال در کودکانِ با و بدون نارساخوانی

زمینه و هدف: خواندن یکی از مهارت های ارتباطی انسان است که زیربنای سواد آموزی فرد است. سرعت نامیدن خودکار و حافظۀ فعال، بخشی از دانش زبانی فرد است. هدف از انجام دادن این پژوهش، مقایسۀ سرعت نامیدن خودکار و حافظۀ فعال در کودکانِ با و بدون نارساخوانی بود.روش بررسی: پژوهش حاضر از نوع علیّ مقایسه ای بود. جامعۀ آماری این پژوهش عبارت بودند از: دانش آموزان دبستانی شهر یزد که به منظور انجام دادن این پژوهش پنجاه دانش آموز مبتلا به نارساخوانی از شهر یزد و پنجاه دانش آموز عادی در سال 1396 به صورت نمونه گیری تصادفی ساده انتخاب شدند. ابزار این پژوهش عبارت بودند از: آزمون های حافظۀ فعال (وکسلر، 2003)، سرعت نامیدن خودکار (برخوردار، 1386) و پرسش نامۀ اختلال خواندن (کرمی نوری، 1384). برای تجزیه وتحلیل داده ها از آزمون t مستقل و کولموگروفاسمیرنوف استفاده شد. داده ها در این پژوهش توسط نرم افزار spss نسخۀ 21 و در سطح 95درصد اطمینان تجزیه وتحلیل شدند.یافته ها: نتایج این پژوهش نشان داد که بین سرعت نامیدن خودکار و حافظۀ فعال در دانش آموزان دارای نارساخوانی (6٫32±64٫59 برای حافظۀ فعال و 39٫86±227 برای سرعت نامیدن خودکار) و بدون نارساخوانی (8٫3±93٫37 برای حافظۀ فعال و 52٫78±150٫78 برای سرعت نامیدن خودکار) تفاوت وجود دارد (0٫001>p).نتیجه گیری: یافته های این پژوهش نشان داد بین سرعت نامیدن خودکار و حافظۀ فعال در کودکان دارای نارساخوانی و کودکان عادی تفاوت وجود دارد و با تقویت این مهارت ها می توان بر توانایی کودک در خواندن افزود.

Comparison of Working Memory and Rapid Automatized Naming between Children with Dyslexic Disorder and Normal

Background & Objectives: Reading disorder is most common learning disability and allocated most of special education services and specialized intervention programs to it. Dyslexia represents one of the most common problems affecting children and adults; the prevalence of dyslexia in the United States is estimated to be 5 to 17% of schoolage children. Dyslexia is believed to be caused by both genetic and environmental factors. It often occurs in people with attention deficit hyperactivity disorder (ADHD). Dyslexia is diagnosed through a series of memory tests, spelling, vision, and reading skills. Dyslexia can result in low self–esteem, stress, behavioral problems, and underachievement. However, with the right support, children and adults with dyslexia can reach their potential to improve. Working memory is a cognitive system with a limited capacity that is responsible for temporarily holding information available for processing. Working memory is important for reasoning and the guidance of decision–making and behavior. Working memory is often used synonymously with short–term memory, but some theorists consider the two forms of memory distinct, assuming that working memory allows for the manipulation of stored information, whereas short–term memory only refers to the short–term storage of information. Working memory is a theoretical concept central to cognitive psychology, neuropsychology, and neuroscience. Rapid automatized naming (RAN) is a task that measures how quickly individuals can name aloud objects, pictures, colors, or symbols (letters or digits). Variations in rapid automatized naming time in children provide a strong predictor of their later ability to read, and is independent from other predictors such as phonological awareness, verbal IQ, and existing reading skills. Importantly, rapid automatized naming of pictures and letters can predict later reading abilities for pre–literate children. The purpose of this study was to comparison of working memory and rapid automized number in children with and without dyslexia disorder.Methods: The present study was a quasi–experimental design with pretest posttest by control and experimental groups. Statistical communication is second primary pupils in Yazd city (Yazd province, Iran). For this study, 50 students with dyslexia disorder and 50 normal student were chosen in randomized sampling. Data for this study were collected by the test of working memory and rapid automatized naming. For measuring of working memory, we used working memory subscale of Wechsler test and for measuring of rapid atomized naming, we used rapid automized naming test of Barkhordar. For the diagnostic of dyslexia, we used the NEMA test. NEMA was developed by Kormi Noori in 2016. The overall alpha Cronbach’s for test with the highfrequency word, a word with medium frequency, the lowfrequency word was 0.97, 0.98, and 0.98. The Wechsler intelligence scale for children (WISC), developed by David Wechsler, is an individually administered intelligence test for children between the ages of 6 to 16. It generates a fullscale IQ (formerly known as an intelligence quotient or IQ score) that represents a child’s general intellectual ability. It also provides five primary index scores: Verbal comprehension index, visualspatial index, fluid reasoning index, working memory index, and processing speed index. For analyzed data, we used ttest. Data analyzed by SPSS 21.Results: Working memory and rapid automatized naming were different in dyslexic and normal children (p<0.001).Conclusion: For this reason of working memory and rapid automatized naming were different in dyslexic and normal children, it is recommended that teachers use these skills for educating thesechildren.